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Isic 2010 poster


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Poster presented at the Information Seeking in Context 2010 conference

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Isic 2010 poster

  1. 1. should preferably appear in red, but could alternatively appear in black, grey, or Uncovering the research process white, if necessary. Version 1 Version 1 in red is the pre- ferred version and should School of Information Studies Comparisons of Canadian & Japanese students in Canadian universities be used whenever possible. This version appears on the University’s official letterhead and business cards. Version 2 Version 2 is to be used only for publications destined for distant Yusuke Ishimura (Ph.D. candidate) | Joan C. Bartlett (Assistant Professor) places where it is believed that the word “University” is neces- sary for recognition. School of Information Studies, McGill University Other symbols of the Using the Signature, Background Approach to the Questions Preliminary Results: Group Differences University Coat of Arms, or Shield in publications Over time, a number of symbols, It is important that the full logos, or marks have been used University signature (the shield to identify McGill University. plus the wordmark) appear on The coat of arms, shield, and the front cover of brochures, fly- In order to investigate students’ research process, this study combines information behaviour models and Another finding is that Canadian students’ information behaviour is influenced by signature illustrated above are the only versions sanctioned for ers, folders, newsletters, and other printed materials produced current use. Consult the by the University for dissemina- information literacy. Some information behaviour models8 consider each process (i.e., information needs, personality (e.g., high motivation for research) and past experience conducting Secretary-General for permis- sion to use any other graphic tion outside the University. In instances where a document The number of international students in Canada has greatly increased in seeking, and use) as interdependent, but do not address the quality of the process. Information literacy is research. This often results in trial and error behaviour with regard to research. identity. Final approval rests with the Board of Governors. is for internal use only, or is clearly associated with McGill, 1 the last decade. The population growth of non-American and non- the coat of arms or shield alone concerned with the “quality” of each behaviour in relation to its desired outcomes.9 Each step is considered Japanese students’ behaviour is often influenced by Canadian peers who they try to may provide sufficient identifi- cation. European students (e.g., China, India, South Korea) is particularly as independent. This does not answer the question of how the entire process determines the quality of imitate. 6 significant1 students’ output. Thus, combining information behaviour models and information literacy theories will complement existing research and reveal a more complete picture of students’ information literacy. Writing Library Using library’s Advanced experience knowledge subject guides search features Canadian students Over the last 20 years, many researchers have investigated relationships Past Information behaviour model ! between international students and information literacy skills in North experience 2 American libraries. However, academic libraries struggle to determine how they can provide better services to international students who have (Process oriented)! Trial & error diverse needs, experience, and expectations2 Information Information Information " Personality needs! seeking! use! Users’ context! Browsing Using - Cultural! Interest in Academic libraries, as research centres, need to satisfy students’ unique Motivation research process shelves databases Potential! - Educational! needs and provide them with assistance in developing the information 3 Corresponds with! - Linguistic! literacy skills needed for academic success. Previous research has effects! - Personal! focused on librarians’ opinions, perceptions, and experience3 and is - Psychological! Understanding of Searching often based on students’ self-assessment of information literacy skills4 - Social ! academic integrity catalogue Japanese students Outcomes! Outcomes! Outcomes! Canadian Information literacy standards! Imitation friends (Quality oriented)! Before planning strategies to improve KEY: Understanding of Searching skills, it is necessary to understand how academic expectations Google students conduct research & to what extent they are information literate Preliminary Results: Behaviour & IL Skills In order to complete their assignment tasks, both student groups (Canadian & Japanese) showed an Implications iterative information behaviour process. Often, each element of the process (information needs, seeking, and Research Questions use) influences the others during research tasks. Students who have lower information literacy (IL) skills have weaker feedback and tend to demonstrate “linear” information behaviour. Students who have higher IL skills ‣ A focus on the iterative process is needed to improve students’ information literacy skills What are Japanese students’ information behaviours during their have a stronger feedback process and their information behaviour overlaps in its sequence. ‣ Many students develop skills by themselves; they need more active support from research tasks as compared to North American students? faculty and librarians Another finding is that students with lower IL skills tend to spend more time in the information seeking stage ‣ Interaction between Japanese and Canadian students affects information literacy skills ‣ What factors (e.g., personal, social, and linguistic) are involved in while higher IL skills students spent more time for using information. This demonstrate that students’s main development information behaviour during the research task? focus of their research behaviour is dependent on their IL skills. It seems that this is also associated with students’ ability to prioritise the elements and allocate their time. ‣ This interaction is NOT necessarily effective for information literacy skills development ‣ What are their actual behaviours in relation to information literacy standards? Feedback! ‣ What differences and similarities in behaviour exist between the two groups Contact Low IL skills! Information Information of students? needs! use! Yusuke Ishimura: Information needs! Information Information Joan C. Bartlett : seeking! use! Methods Information seeking! Research portfolios5 ‣ Research related behaviour Feedback! References ‣ Drafts and final product 1 StatisticsCanada, "University Enrolments for International Students, by Institution, and by Country of Citizenship, Annual ‣ Email correspondence (Number), 1995/1996 to 2004/2005," Postsecondary Student Information System (PSIS). 2 Society of College, National and University Libraries, "Library Services for International Students," Feedback! groups/access/papers/international_students.pdf. Phenomenological interviews6 3 Ann Curry and Deborah Copeman, "Reference Service to International Students: A Field Stimulation Research Study." Journal of Information Academic Librarianship 31, no. 5 (2005): 409-20. ‣ Reveal context of information behaviour Information High IL skills! use! 4 Yusuke Ishimura, Vivian Howard, and Haidar Moukdad, "Information Literacy in Academic Libraries: Assessment of Japanese ‣ Focus on past and present experience needs! Students' Needs for Successful Assignment Completion in Two Halifax Universities," Canadian Journal of Information and Library Science 31, no. 1 (2008): 1-26. ‣ Elicit reflections on the experience Information Information Information 5 John Salvia, James E. Ysseldyke, and Sara Bolt, Assessment in Special and Inclusive Education, 10th ed. (Boston: Houghton Mifflin, 2007). needs! seeking! use! 6 Irving Seidman, Interviewing as Qualitative Research: A Guide for Researchers in Education and the Social Sciences, 3rd ed. (New York: Teachers College Press, 2006). Flowcharts7 Information 7 Carol C. Kuhlthau, Seeking Meaning: A Process Approach to Library and Information Services. 2nd ed, (Norwood, NJ: Ablex, ‣ Visualisation of entire research and decision-making seeking! 2004). 8 Tom D. Wilson, "Models in Information Behaviour Research," Journal of Documentation 55, no. 3 (1999): 249-70. process 9 Association of College and Research Libraries. Information Literacy Competency Standards for Higher Education (Chicago: Author, 2000).